The assessment of heads of schools managerial competency after attending inset in coast region

This study assessed the provision of in-service training programmes on managerial competency to heads of secondary schools in Tanzania. This work used a case study of three districts: Mkuranga, Kisarawe, and Kibaha town. Qualitative research approach was used. Interview and documentary review were also employed as the data collection tools. Some 38 respondents were interviewed: 32 were the HoSS, 3 were the district education officers and 3 were the regional school inspectors. In addition, different documents including schools monthly reports, invitation letters to attend in-service training programmes, different regulations for professional developments and government circulars were reviewed. The data obtained were subjected to thematic or content analysis to establish the findings of the study. This study found that the in-service training programmes to heads of schools were conducted in the form of seminars, conferences, workshops, induction courses, peer teaching, and self-studies. However, these programmes were not regularly provided, and in most cases, the provision depended largely on the availability of funds. It was further observed that, the opportunities to attend these trainings were offered only to some heads of secondary schools who were newly appointed in the position. The study found out that some heads of secondary schools had benefited from in-service training programmes. About 56% of the respondents acknowledge that the programmes they attended were beneficial in terms of influencing and inspiring students and teachers’ performance. In addition, 50% showed that the programmes helped them to create conducive environment for teaching and learning .Heads of secondary schools raised other benefits on general school managements such as implementing educational policies and managing school financial matters. The study further revealed that provision of in-service training programmes to the heads of secondary schools faced various limitations and challenges including inadequate training centers, limited learning facilities, and lack of funds. To overcome these limitations the ministry of education should establish a clear in-service training programmes framework and allocate enough funds for its implementation. Moreover, heads of secondary schools should be encouraged to use distance learning and self-reading.